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Evidence Based Model Overview

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Provide understanding of the theories of aggression, the Angry Behavior Cycle, and the abnormal condition of aggressive behavior in youth.

Provide experiential training enabling the “Facilitator” to implement Skillstreaming, Anger Control and Moral Reasoning groups.

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• Skillstreaming (the behavioral component)

Teaches what to do

• Anger Control Training (the emotional component)

Teaches what not to do

• Moral Reasoning Training (the values component)

Teaches why to use the skills

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ART® Summary

• Strong theoretical base

• Specific applicability for practitioners

• Broad empirical support for both theory and method

• Specific support for ART

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Model Approach

•U.S. Dept. of Corrections

•Office of Juvenile Justice and Delinquency Prevention

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Quality programs that are delivered by caring and professional staff, who use therapeutic, cognitive-behavioral and skill-building interventions to treat today’s youth, are most effective.

Lipsey and Wilson

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Social Learning Theory

• People learn new behavior through overt reinforcement or via observational learning of the social factors in their environment.

• If people observe positive, desired outcomes in the observed behavior, then they are more likely to model, imitate and adopt the behavior themselves.

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Cognitive Theory • Cognitive Events:

• Stream of Consciousness

• Cognitive Process: • The way we think – Not what we think

• Cognitive Structure: • Foundation of basic attitudes and beliefs (Rational-Irrational) • Cognitive Restructuring

• Inner Speech: • Self-Talk (bubble talk)

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It’s not the event that causes the feeling, it’s what you think about it.

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Thinking Errors

Any cognitions that…

• Rationalize • Justify or minimize behavior

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Metacognition

“thinking about thinking”

“knowing about knowing.”

It includes knowledge about when and how to use particular strategies for learning or for problem solving.

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METACOGNITION STRATEGIES

1. Self-questioning (e.g. "What do I already know about this topic? How have I solved problems like this before?")

2. Thinking aloud while performing a task, and making graphic representations of one's thoughts and knowledge

(Gammil)

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Skillstreaming Procedures

Modeling (Skill demonstration by trainers)

Role Playing (Skill rehearsal by youth)

Performance Feedback (By trainers and youth in group)

Generalization Training (To increase both transfer and maintenance)

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Group I: Beginning Social Skills Skillstreaming the Adolescent

1. Listening 2. Starting a Conversation 3. Having a Conversation 4. Asking a Question 5. Saying Thank You 6. Introducing Yourself 7. Introducing Other People 8. Giving a Compliment

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Group II: Advanced Social Skills Skillstreaming the Adolescent

9. Asking for Help 10. Joining In 11. Giving Instructions 12. Following Instructions 13. Apologizing 14. Convincing Others

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Group III: Skills for Dealing with Feelings

Skillstreaming the Adolescent

15. Knowing your Feelings 16. Expressing Your Feelings 17. Understanding the Feelings of Others 18. Dealing with Someone Else’s Anger 19. Expressing Affection 20. Dealing with Fear 21. Rewarding Yourself

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Group IV: Skills Alternatives to Aggression

Skillstreaming the Adolescent

22. Asking for Permission 23. Sharing Something 24. Helping Others 25. Negotiation 26. Using Self-Control 27. Standing Up for Your Rights 28. Responding to Teasing 29. Avoiding Trouble with Others 30. Keeping Out of Fights

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Group V: Skills Dealing with Stress Skillstreaming the Adolescent

31. Making a Complaint 32. Answering a Complaint 33. Being a Good Sport 34. Dealing with Embarrassment 35. Dealing with Being Left Out 36. Standing up for a Friend 37. Responding to Persuasion 38. Responding to Failure 39. Dealing with Contradictory Messages 40. Dealing with an Accusation 41. Getting Ready for a Difficult Conversation 42. Dealing with Group Pressure

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Group VI: Planning Skills Skillstreaming the Adolescent

43. Deciding on Something to Do 44. Deciding What Caused a Problem 45. Setting a Goal 46. Deciding on Your Abilities 47. Gathering Information 48. Arranging Problems by Importance 49. Making a Decisions 50. Concentrating on a Task

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Skill 2: Starting a Conversation Skillstreaming the Adolescent

Steps:

1. Greet the other person.

2. Make small talk.

3. Decide if the other person is listening.

4. Bring up the main topic.

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Skill 6: Introducing Yourself Skillstreaming the Adolescent

Steps:

1. Choose the right time and place to introduce yourself.

2. Greet the other person and tell your name.

3. Ask the other person his/her name if you need to.

4. Tell or ask the other person something to help start your conversation.

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Skill 42: Dealing with Group Pressure Skillstreaming the Adolescent

Steps:

1. Think about what the group wants you to do and why.

2. Decide what you want to do.

3. Decide how to tell the group what you want to do.

4. Tell the group what you have decided.

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Skillstreaming Training Steps

1. Define the skill.

2. Model the skill.

3. Establish trainee skill need.

4. Select role-player (main actor).

5. Set up the role-play (co-actor, set the “stage”).

6. Conduct the role-play.

7. Provide feedback (order: co-actor, observing trainees, trainers, main actor).

8. Assign skill homework

9. Select next role-player.

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Anger Control Training

Designed to serve two related purposes:

• To help make the arousal of anger in chronically aggressive

youth a less frequent occurrence

• To provide such youths with the means to learn self-control when their anger is aroused

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Anger-Arousing Thinking Errors

• Self-centeredness “What are you looking at?!”

• Attribution of hostile intent

“He’s trying to make me look like a wimp.”

• Mislabeling “I have to defend myself.”

• Assuming the worst

“If I don’t hit him I’m a wimp.”

• Blaming others “He’s asking for it.”

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Anger Control Training

Original studies conducted by Donald Meichenbaum et al. (1969) looked at the relationship between impulsivity and poor verbal control of overt behavior.

The Emotional Component of ART

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What to change?

Could hyperactive, impulsive youngsters be trained systematically to alter their problem-solving styles, to think before they act, or to talk differently to themselves?

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Multi-step Sequence

1. Trainees are first helped to understand how they typically perceive and interpret the behavior of others in ways that arouse anger.

2. Focus is given to outside occurrences and inner perceptions that initiate the anger experience.

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Overview of a 10 Week Anger Control Training Sequence

1. Explain the goals of Anger Control .

2. Explain the rules for participation.

3. Give initial assessments of the A-B-C’s:

A=What led up to it?

B=What did you do?

C=What were the consequences?

4. Review the entire sequence.

Week 1: Introduction

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Week 2: Triggers

1. Review the first session.

2. Introduce the Hassle Log.

3. Discuss what makes you angry (triggers).

4. Role-play triggers.

5. Review the Hassle Log and Triggers.

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Week 3: Cues and Reducers

1. Review the first two sessions.

2. Discuss how to know when you are angry (cues).

3. Discuss what to do when you are angry:

• Deep Breathing

• Pleasant imagery

• Backward Counting

4. Role-Play triggers + cues + anger reducers.

5. Review the Hassle Log

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Week 4: Reminders

1. Review the sequence.

2. Introduce reminders.

3. Model using reminders.

4. Role play triggers + cues + anger reducer(s) + reminders.

5. Review reminders.

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Role Play

Triggers:

External Internal

Cues Anger

Reducers Reminders

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Week 5: Thinking Ahead

1. Review the sequence.

2. Introduce thinking ahead.

• Short and Long term Consequences.

• Internal and External Consequences.

3. Role play “if-then” thinking ahead.

4. Role play triggers + cues + anger reducer(s) + reminders + thinking ahead.

5. Review Thinking Ahead.

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Role Play

Triggers:

External Internal

Cues Anger

Reducers Reminders

Thinking Ahead

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Week 6: Self-Evaluation

1. Review the sequence.

2. Introduce self-evaluation: Self-Rewarding Self-Coaching.

3. Role-play triggers + cues + anger reducer(s) + reminders + thinking ahead + self-evaluation.

4. Review self-evaluation.

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Role Play

Triggers:

External

Internal

Cues Anger

Reducers Reminders

Thinking Ahead

Self Evaluation

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Week 7: Angry Behavior Cycle

1. Review the sequence.

2. Introduce the Angry Behavior Cycle.

3. Identify your own anger-provoking behavior.

4. Change your own anger-provoking behavior. Role-play triggers + cues + anger reducer(s) + reminders.

5. Review the Angry Behavior Cycle.

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Week 8: Rehearsal of Full Sequence

1. Review the sequence.

2. Introduce the use of Skillstreaming skills in place of aggression.

3. Role-play triggers + cues + anger reducer(s) + reminders + thinking ahead + Skillstreaming skills + self-evaluation.

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Role Play: Skill Sequencing

Triggers:

External

Internal

Cues Anger

Reducers Reminders

Thinking Ahead

Practice SkillS. Skill

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Self Evaluation

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Week 9: Rehearsal of Full Sequence

1. Review the sequence.

2. Role-play triggers + cues + anger reducer(s) + reminders + Skillstreaming skills + self-evaluation.

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Week 10: Overall Review

1. Review the Hassle Logs.

2. Recap anger control techniques.

3. Role-play triggers + cues + anger reducer(s) + reminders + Skillstreaming skills + self-evaluation.

4. Give reinforcement for participation and encourage trainees to continue

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Triggers - External

- Internal

Cues (Physical Signals) Anger

Control

Chain

Reminders - Positive Self-Talk

- Self Instructional Talk

Anger Reducers

- Count Backwards

- Deep Breathing

- Pleasant Imagery

Thinking Ahead - Short-term Consequences

- Long-term Consequences

Self-Evaluation - Self-Coaching

- Self-Rewarding

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Anger Control Training Steps 1. Define the sequence concept

2. Model the sequence

3. Establish trainee needs/Review hassle logs

4. Select role-player assign feedback steps. (bubble talk each step of the sequence)

5. Select the co-actor

6. Conduct the role-play

7. Provide feedback (Order: co-actor, trainees, trainers, main actor)

8. Select the next role-player

9. Assign homework

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Moral Development

All children are born with a running start on the path to moral development. A number of inborn responses predispose them to act in ethical ways. For example, empathy – the capacity to experience another person’s pleasure or pain – is part of our native endowment as humans.

Damon, 2006

The Moral Development of Children.

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Moral Development

• This capacity for empathy stagnates or even diminishes for many people if it is not reinforced, continuously learned and refined through social experience.

• Other moral emotions that make an early appearance include shame, guilt, and indignation.

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Delay in thought and behavior

• Antisocial youth show prolonged immaturity in the stage of moral judgment.

• They also demonstrate persistent and pronounced egocentric bias.

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Moral Reasoning Training

Dilemma discussion groups designed to teach children how to:

1. Think about moral issues.

2. Deal with moral situations that do not have clear-cut solutions.

3. Use principles of fairness and justice in their interactions with others.

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Ask…Don’t Tell

• The leader should remember that his or her primary role is to cultivate the group: to guide or stimulate, not to inject statements or instructions.

• Follow-up questions are to challenge thinking errors and provide clarification.

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“Benign Confrontation”

• Initial questioning strategy that allows the facilitator to confront initial participant responses that may be contradictory.

• Benign confrontation is a sophisticated skill that encourages a student to examine his or her behavior without “boiling over” or moving away.

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Michael’s Problem Situation

1. Michael is walking along a side street with his friend James. Michael has just been released from a juvenile facility. James stops in front of a new car . He looks inside and says, “Hey! The keys are still in this thing. Let’s see what it can do! Come on let’s go!” What should Michael say or do? Should Michael try to persuade James not to steal this car? – should persuade

– should let steal

– can’t decide (circle one)

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Michael’s Problem continued

2. What if James says to Michael that the keys were left in the car, that anyone that careless deserves to get ripped off. Then should Michael try to persuade James to not to steal the car? – should persuade – should let steal – can’t decide (circle one)

3. What if James says to Michael that the car’s owner can probably get insurance money to cover most of the loss? – should persuade – should let steal – can’t decide (circle one)

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Michael’s Problem continued

4. What if James tells Michael that stealing a car is no big deal – that plenty of people do it all the time. – should persuade – should let steal – can’t decide (circle one)

5.What if Michael knows James has a girlfriend and a one year old baby, who will suffer if James gets caught, loses his job and goes to jail? Then should Michael try to persuade James not to steal the car? – should persuade – should let steal – can’t decide (circle one)

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Michael’s Problem continued

6. Let’s say the car is your car. Michael is James’s friend, but Michael is also your friend. Michael knows it is your car. Should Michael try to persuade James not to steal the car?

– should persuade

– should let steal

– can’t decide (circle one)

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Michael’s Problem continued

7. Let’s say that Michael tries to persuade James not to take the car, but he goes ahead and takes it anyways. Michael knows that James has been partying and is extremely drunk and shouldn’t be driving?

What should Michael do? 8. In general, how important is it for people not to steal things that belong to you?

9. In general, how important is it for people not to take things that belong to others?

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